Computer-Supported Collaborative Learning (CSCL)’ and the use of Virtual Learning Environments suggest that learning at the vocational education level can take place completely on-line

The evidences supported by the planet Earth in the EduSci presentation on 12.12.12  (you can find them here https://docs.google.com/presentation/d/1qUIXxB2VMAaFUnljLQ-J3WthN9YTgehO25U4lnCsTTc/edit#slide=id.p) about CSCL and Virtual Learning suggests that actually the learning can take place completely online. We have to be careful on the word "completely": Can we really teach some disciplines completely online? Yes we can. But we will need also some practice. That´s why we have a training period, which helps us to apply the theories.

Social aspects of learning online: and here we have to consider the meaning of two different words: cooperation and collaboration. Cooperation is when individuals are developing a single sub task and then put together the work. So as partners they don´t learn how to negotiate for instance. Collaborative learning in CSCL means that in order to design technology and build knowledge we learn how to negotiate, share things, sources and we synchronize the activities. 

Technology is different than online experience. Even using a pen is a form of technology. Nowadays there is no job without technologies. I see the good side on internet technologies: the use of Skype lets the students for instance work with students on the other side of the world. We also have to consider the global rising of the population: soon we won´t have any more financial resources to give to everybody frontal education and we have to reach the people on line.
Another statement that we debated was: All teaching at the vocational education level can and should have measurable outcomes.
I was not involved in the presentation but I had to choose a side.
First question: what makes a good measure and what is a bad measure?
Second question: How would for instance creativity be measured?

Third question: How the measure effect learning?

There are some facts that in a way measure teaching: for instance when pupils are looking forward to attend the teacher´s class, when the classroom is a place where learning happens through engagement with the subject being taught. Learning is seen as a collaborative effort - the teacher does not see him/herself as the "Giver of all knowledge". Also teacher engages in regular professional development - shown by the journals read, seminars attended and teacher regularly takes learning's outside the classroom. (do you mean he teaches outside…) When employed (used) carefully and thoughtfully student’s outcomes may contribute to evaluation of teaching. But learning outcomes are influenced by a complex interplay of factors particular to an institution, teaching context and student’s disposition. Learning is dynamic and constantly changing. Measurement of these outcomes must employ a variety of methods, both short and long term. In addition, the judgment of teaching should be conducted within a process of overall program evaluation that examines many dimensions affecting student learning outcomes.

Picture from http://www.sciencedirect.com/science/article/pii/S0747563202000572

References: 

• Gerry Stahl, Timothy Koschmann, Dan Suthers Computer-supported collaborative learning:  An historical perspective retrieved on http://gerrystahl.net/cscl/CSCL_English.pdf
• Centre for research on networked learning and knowledge building http://www.helsinki.fi/science/networkedlearning/eng/
• International Journal of Computer Supported Collaborative Learning http://ijcscl.org/?go=contents&article=77#article
• Pál, Pentelènyi Virtual Learning Enviroment Training Material retrieved on: https://docs.google.com/open?id=1e7a9ra4aSwxjSPx5glkgHVjXyVqg_fusrVRHIpdrhWJ5GVEkdGJ8JBDiqJaq
• Tara J. Fenwich, Using students outcomes to evaluate Teaching: A Cautious Exploration, 4 feb 2002 retrieved on  http://edweb.sdsu.edu/bober/montgomery/Article003.pdf